Page 17 - 3 DSKP KSSR Mathematics Year 6

Evaluation on the pupils’ ability to communicate in mathematics paradigm of pupils from just learning to thinking, but also gives an
effectively should show evidence that they are able to generate,
explain and share their mathematical ideas through various forms of
communication in various environment. Pupils, who are always given
opportunities and encouragement to speak, read, write and listen
during the teaching and learning of mathematics will be able to
communicate in the learning of mathematics and learn to
communicate mathematically.
Reasoning
Reasoning is fundamental in understanding mathematics effectively
and making the understanding of mathematics meaningful. The
development of mathematical reasoning is related to the intellectual
development and communication of the pupils. Reasoning has the
ability to expand not only the capacity of logical thinking but also
increase the capacity of critical thinking, which is also the basis for a
deeper and meaningful understanding of mathematics. To achieve
this objective, pupils should be trained and guided to create a
conjecture, prove the conjecture, provide a logical explanation,
analyse, consider, evaluate and justify all mathematical activities. In
addition, teachers need to provide space and opportunities for the
discussion of mathematics that are not only engaging, but also allow
each pupil to be involved.
Reasoning can be carried out inductively through mathematical
activities that involve the identification of mathematical patterns and
making conclusions based on the patterns.
Reasoning elements in teaching and learning helps understanding
the true concepts of mathematics and prevents pupils from assuming
that mathematics as only a set of procedure or algorithm that should
be followed to obtain a solution. Reasoning does not only change the
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intellectual empowerment when pupils are guided and trained to
create a conjecture, prove the conjecture, provide a logical
explanation, analyse, evaluate and justifiy all mathematical activities.
This process will produce pupils who are self-confident and resilient
in line with the aspiration to mould capable mathematical thinkers.
Connection
In implementing the Mathematics Curriculum, the opportunities for
making connections need to be established so that pupils can link
conceptual and procedural knowledge and be able to relate topics
particularly in mathematics and with other areas in general. This
will enhance pupils’ understanding of mathematics
and make mathematics clearer, meaningful and interesting.
Generally, Mathematics Curriculum consists of several areas such
as calculation, geometry, algebra, measurement and problem
solving. By connecting these areas, pupils will recognise how the
concepts and skills in different areas are related. Therefore, pupils do
not need to learn and remember too many concepts and
skills separately. Thus, mathematics will be seen and studied as a
holistic discipline that can be easily comprehended.
By connecting these mathematical ideas with everyday experience
inside and outside the school, pupils will be more aware of the use,
importance, strength and beauty of mathematics. In addition, pupils
have the opportunity to use mathematics contextually in
other fields and in their daily lives. Mathematical models are used to
describe real life situations mathematically. Pupils will discover that
this method can be used to solve problems or to predict the likelihood
of a situation based on the mathematical model.